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LEAs are responsible for creating a process and utilizing it to determine if parents have limited English language skills, what their primary language is, and what their language needs are for successful communicating. (page 150 or page 2 of Chapter 10)

As a teacher I find this important because it creates a welcoming environment for the parents and families of your students. Taking the initiative to discover the primary language of parents and the best ways to communicate with them shows that you care about being able to communicate with them about their child's education.

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Sending home surveys can be a useful tool for determining these factors!

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"Schools should take parents at their word about their communication needs if they request language assistance. Schools should also understand that parents may not be proficient in English, even if their child is." (page 150, page 2 of Chapter 10)

This part stood out to me because I think it is important to establish a relationship with the families of your students, and an important part of building a relationship is establishing trust. If a parent says they need a communication tool, then we shouldn't try to argue back but instead assist them and find them the resource and tool they need to best communicate with them.

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"Students, siblings, friends, and untrained staff members are not considered qualified translators or interpreters, even if they are bilingual. All interpreters and translators, including staff acting in this capacity, should be proficient in the target languages; have knowledge of specialized terms or concepts in both languages; and be trained in the role of an interpreter or translator, the ethics of interpreting and translating, and the need to maintain confidentiality." (page 150, page 2 of Chapter 10)

A reason I picked this chapter was because in previous courses I learned a lot about how to help English language learner students in class. However, I kept wondering to myself, how do I communicate with their families? I liked learning that there is a requirement to find a qualified and trained translator and not to just use the student as a translator. I have known peers who had to translate a lot for their parents in school, and I think it is important that we can give our students a break and not put them in a translating position.

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Tool # 1- Establishing Family-School Partnerships (page 153, page 5 of chapter 10)

This tool in this section of the chapter highlights the importance of involving parents and families in curricular and extracurricular activities. Especially with families whose English is not their primary language. A way to connect with them and build a relationship and communication is to encourage them to share their culture and language in these activities. Building trust and partnerships through encouragement, collaboration and support.

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"It is critical to identify family strengths in order to engage with families as partners in their children's education" (page 155, page 7 of chapter 10)

Instead of focusing on what parents are not doing, to recognize their strengths teachers should instead put their focus on what the parents are doing. The chapter used an example that if parents are unable to make it to events but instead another family member comes. Educators should not focus on how the parents did not show up but instead the strength within the family to be able to have someone show up for their student. When educators put more focus on the strengths of the families, they create a more positive space for all.

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"Collaborating with families based on strengths develops strong relationships between home, school, and community." (Page 155, page 7 of Chapter 10)

As a teacher, when focusing on the strengths of a families you understand them more as an individual. This opens the door to create more spaces that works well with each family to be involved in school activities. Also, when you get to know them as an individual and their strengths you as a teacher can find more ways that tailor to them that they can help with and engage the school community in their culture.

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"Partnering with communities to promote family engagement helps schools and families support student learning" (page 155, page 7 of chapter 10)

When a mother first has a child, she hears often "it takes a village", I think as educators we also need to remember this saying. It does take a village for a child's success, we are that village, but we are not the only members of that village. Making sure to stay connected with the community that the student is involved in can help make sure they stay on the right path to success. This can also help create a bond with parents because they themselves might have a family-owned business that can help out and be involved with school activities.

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"Work together with them to set goals for their children’s education, help them understand how to support their children’s learning at home, acknowledge the importance of the home language" (page 155, page 7 of Chapter 10)

In the eyes of a teacher, a student's learning and success does not stop when they leave the classroom. The best path to success is to have everyone on the same page. Creating a successful, communicative relationship with your students' parents helps them feel welcomed and open to working with you. This way you can work as a team to create the best plan to support the student that works both in class and at home.

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Encouraging volunteer work and engagement with parents and family members. (page 150, page 2 of Chapter 7)

While reading throughout the entire chapter, one thing stood out with high importance to me. Community! Getting to know your students, their families, culture and language is important. Being able to find the best way to communicate to parents, learning about them and seeing their strengths helps them feel welcome and encouraged to be involved with their children's education. As a teacher I have learned it is important to find ways to open involvement, engagement and volunteer work that will work best for each family and their differences and strengths. This helps each student feel supported and cared for, so they understand how important their education and success is to everyone in their life.

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How to Communicate with Families of ESL Students: Ep. 12

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Understanding tools for translating and interpreting. (page 156, page 8 of Chapter 10)

Being informed of what communication style your families need and what tools you can use to best benefit them. Understanding that an interpreter mediate language orally where a translator uses written material.

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I found a lot of the links provided in the chapter for translating tools and resources are currently shut down due to Executive order 14224

However, is one link I found I could still have access to.

https://www.taals.net/index.php

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TAALS - The American Association of Language Specialists

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TAALS is an international association of interpreters and translators. Our members are located throughout the Western Hemisphere as well as in Europe, Asia, Africa, the Middle East, and Australia. Membership in TAALS implies a high standard of performance. Your direct link to experienced interpreters and translators.